French Language and Culture

Understanding the Interpretive Mode

Presented byEd Weiss

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Workshop Guiding Question

•What instructional strategies can teachers use to ensure that, through the integration of listening and reading, students are successfully building proficiency in the Interpretive Communication mode?

Three Modes of Communication

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Themes for AP World Languages

Key Revisions to the AP® Exam

Students will work with a greater variety of authentic materials, both print and audio, reflecting the linguistic and cultural diversity of the French-speaking world. Literary and journalistic texts but also announcements, advertisements, letters,

maps, tables, etc. Scripted dialogues but also radio interviews, podcasts, public service

announcements, brief presentations, etc. Criteria for selection are comprehensibility (accent, pace, minimal background

noise/overlap) and relevance to a course theme and to a topic that could interest students.

Materials will be reasonably chosen, but will also reflect a range of cultural perspectives and linguistic features.

It is extremely important that the day of the AP Exam not be the first time that students encounter print or audio texts that represent the French-speaking world outside of France.

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Guidelines for Selecting Resources

• Interest• Appropriate linguistic level• Authenticity• Age level appropriate• Connect to AP theme

• Able to differentiate?• Integration of other modes• Integration of culture• Variety• Technology• Involving students in process

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Key Revisions to the AP Exam

New types of Multiple Choice items For texts that are interpersonal in nature (letters, interviews,

promotional pieces): What would an appropriate reply to X be? How does what X says/writes relate to what something Y has said/written? (agreement, contradiction, support, elaboration)

For texts that are presentational in nature (brief lectures or presentations, print narratives): How does the speaker/author organize the text? What would be an appropriate summary statement of the text?

For combined sets: How does information in the print text relate to information in the audio text? (general/specific, point/counterpoint)

Multiple-Choice QuestionsInterpretive Communication

• Mix of factual and interpretive questions• Vocabulary in context• Purpose of the text, point of view of speaker/writer• Audience of the text• Inferences and conclusions• Questions of a “cultural” or “interdisciplinary” nature that

ask students to show understanding of information in the print or audio resources

Exam Format – Multiple Choice

Timing

• Print texts- 40 minutes to read 4 selections and answer 30 questions

• Print & Audio – first set– 4 minutes to read print text– 2 minutes to read intro / scan questions– Listen to audio– I minutes to start answers– Listen again – then 15 seconds x # of questions

Timing

• Print & Audio – second set– 1 minute to look at chart– 1 minute to read intro to audio / scan questions– Listen to audio– 1 minute to start questions– Listen again– Answer questions – 15 seconds x # of questions

Timing

• Audio– 1 minute to read intro / scan questions– Listen– 1 minute to start questions– Listen again– Answer questions – 15 seconds x # of questions

AP® World Language and Culture Courses

Achievement Level Descriptions•Represent a student’s progression along the second language learning trajectory•Provide explicit descriptions of student performance at 5, 4, 3 and 2 •Will allow for more detailed and meaningful reporting of student performance

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AP® World Language and Culture Courses Achievement Level Descriptions:

Spoken Interpersonal Communication

• Interaction• Strategies• Opinions• Language structures• Vocabulary• Register• Pronunciation• Cultures, connections and comparisons

Written Presentational Communication

Discourse and development

Strategies Language structures Writing conventions Register Cultures, connections

and comparisons

Audio, Visual , Audiovisual & Print Interpretive Communication

Comprehension of content Critical viewing, listening & reading Vocabulary Cultures, connections and comparisons

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Timing of Multiple-Choice Questions with Audio

1. Preview time (generally, 1 min.) to read the advance organizer and skim the questions

2. Audio – first playing3. Students get 1 minute to start answering

questions4. Audio – second playing5. Students get 15 sec. x number of questions to

finish answering questions

L’Injustice par Garou

Putting it Together

•Activity 1•Students watch a video report about violations of food safety standards; then they role-play a press conference given by those alleged to be responsible. (Theme: Global Challenges)

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Putting it Together

•Activity 2•Students describe and then compare several individuals profiled on a mock Facebook page. (Theme: Personal and Public Identities)

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Putting it Together

•Activity 3•Students listen to a news report about public education policies in another country and respond to true/false questions, providing information from the report to support their answers. (Theme: Contemporary Life)

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Bienvenue chez les Ch’tis

Victor Hugo- La Peine de Mort

Reading / Listening site

• http://www.lafrancebis.com

Skill Building in Context: Reading•It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then bracter it to qualsel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.

1. What is traxoline? Where is traxoline montilled?

2. How is traxoline quaselled?

3. Why is it important to know about traxoline?

4. How might an advanced organizer have assisted your understanding?

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Using Technology: VoiceThread

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Declaration “Wordle”

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Ed’s Website

• Google “Ed Weiss Haverford”